How Would You Advise Your Management Staff to Successfully?

ow How would you advise your management staff to successfully manage this large scale change of the organization? I would enlighten them that managing organizational change can be for the better or worst sometimes. Many organizations create a partnership to build a centralize complex to recognize the organization differences. When change is implemented a formal strategy need to be put in place, This will allow the organization to identify the impact of forthcoming changes and make organizational or functional changes to ensure service levels are not reduced.Change management entails thoughtful planning and sensitive implementation, and above all, consultation with, and involvement of, the people affected by the changes. If you force change on people normally problems arise. Change must be realistic, achievable and measurable. When first starting to prepare for this change Senior MGMT thought-out; what do we want to achieve with this change, why, and how will we know that the change h as been achieved? Who is affected by this change, and how will they react to it? How much of this change can we achieve ourselves, and what parts of the change do we need help with?These aspects also relate strongly to the management of personal as well as organizational change. I think that it’s important for my staff to know the benefits of partnering with the other organization, with there funds and our resources we can build a stronger organization, which can aid, finance, and help our growing organization in a given industry that will grow rapidly without having to create another business entity. Senior MGMT of both organizations has discussed best practices and the issues that are the perceived potential benefits behind the merger openly and frankly. EX. ) If organization A's strength is sales and they are absorbing organization B in part because of B's distribution capabilities, make sure A's distribution people know to listen to B's distribution people and B's sales f orce understands the opportunity to learn from A’s. My plans are to express to them that the changes will be better for the organization and make us more successful. So I will focus on trying to sell the benefits of the changes and then get staff to participate so they feel as if they are a part of the changes.When people contribute to changes that affect them they are more adapted to accept them. I would express that we have the full support of senior management so things will move rapidly. I plan to emphasize a team-oriented approach in providing the right mix of strategic guidance, hands-on leadership and deep industry domain expertise in helping the individuals and their teams to become market-leading organizations. 1. What are the organizational crisis issues that need to be addressed? One of the problems mention is that the staff in the different areas is using stove piped systems.That makes it harder for an organization to be efficient which is why the new partner is s uggesting creating the new system. To eliminate the concerns of staff that the new partner doesn't understand their business, they should be made part of the team that works on the requirements for the new system. That way they can make sure it will support the way we do business and meet their needs at the same time. Each function is important to the success of a merger. Consider the way a merger will affect the other organization and then use those lessons to minimize the same effects of our organization.Another problem is that employees are worried about whether there jobs are changing and weather they will have the skills need to work on the new system. If employees are fully involved with the new implementation then have the skills to work with the new systems will be a given, when the organizations partner training and workshops we be apart of the reconciling. Recognize the pros and cons of the organizations becoming partner: Pros: ? More resource for future growth ? Take adva ntage of economic of scale Cons: ? Might loss competitive advantages Might bear the risk of not successfully integrate A rational decision making model provides a structured and sequenced approach to decision making. Using such an approach can help to ensure discipline and consistency is built into your decision making process. The fact that the Bill Gates foundation wants to change the culture of the organization because of the $20 Million dollar donation can cause a lot of conflict and have the employees who have created and build the old organization think that what was built is not effective enough to keep the organizationB functioning.If senior management takes to long to make timely decisions then the organization can’t really move forward and manufacture like a top organization. When the problems are identified use the employees to create a new way of functioning, identify the most probable causes for the current system and improbable causes and use those results to wo rk with the other organization to build your new effective system. Some potential problems that organization should be aware of when they must make decisions during a crisis is Cultural disconnect, Culture change management is not indulgent; it is a critical aspect of any transaction.However, simply acknowledging the issue or handing it off to specialists is not enough. Management must set a vision, align leadership around it, and hold substantive events to give employees a chance to participate. Detailed actions and well articulated expectations of behavior connect the culture plan to the organizations goals. Also, keeping information too close is a natural hesitancy that the organization should avoid; I know that current regulations put pressure on what management can tell the organization without going to public disclosure.However, absent real facts, the rumor mill will fill the void. Tell employees what you can. Also, tell them what you can't tell them at the moment, why, and wh en you will be able to do so. What are some steps that the organization can take to avoid those problems or to minimize their negative impact? ? Choose the right conversion team; the organization will need employees who demonstrate excellent people skills and the ability to â€Å"finesse† any situation to the benefit of the organization.Make sure the transition team is appropriate for the area or department they talk to and can easily relate to people in various departments. ? Be in constant, honest communication with employees; All employees want accurate information from management, and they want to know the truth, even if it’s difficult. No matter what the news is, good or bad, your employees want to hear it, so always be totally open and honest about what is to come.If your employees feel out of the loop, they’ll assume the worst, and you can expect a negative effect on efficiency. Both partnering entities need to be consistently communicators with employees and ensure that whatever they’re communicating is 100% accurate. ? Give assurance about change; Help your employees to deal with change, even if that change seems minor to you it might be big to them . People fear change so Executives need to do everything they can to help minimize the anxiety that people naturally have.

Larry Ellison Essay

Lawrence Joseph â€Å"Larryâ€Å" Ellison is a co-finder of Oracle Corporation. It’s one of the world’s leading enterprise software company. As of 2012 he is considered one of the wealthiest men alive, with a net worth of $41 Billion. His Early Years Larry Ellison was born in Manhattan, New York City. His mother, Florence Spellman, was an un-married 19-year-old of Jewish women, and his father was an Italian American U.S. Air Force pilot. After Larry Ellison was born he was very sick with pneumonia at the nine months, his mother realized that she was unable to care for him anymore, and arranged for him to be adopted by her aunt and uncle in Chicago. Lillian Spellman Ellison and Louis Ellison adopted him when he was nine months old. Lillian was the second wife of Louis Ellison, an immigrant. Larry Ellison did not meet his biological mother again until he was 48. Ellison grew up in a two-bedroom apartment in Chicago’s South Shore middle-class Jewish neighborhood. Louis, his adoptive father, was an government employee who had made a small fortune in Chicago real estate, he lost it during the Great Depression. Larry was a very intelligent young man, he unfortunately had to leave because his adopted mother (his aunt) passed away . After her passing Ellison went to Northern California to attend University of Chicago. In 1964, he moved to Northern California permanently. His Career During the 1970s, Ellison worked for Ampex Corporation. Ellison was inspired by the paper written by Edgar F. Codd on database systems called â€Å"A Relational Model of Data for Large Shared Data Banks†. In 1977, he founded Software Development Laboratories. In 1979, the company was renamed Relational Software Inc. later it was named Oracle. In 1994, Informix took over Sybase and became Oracle’s most important rival. In April 1997, Informix announced a major decrease in their earnings; Phil White soon landed in jail, and Informix was again taken over by IBM in 2001. Also in 1997, Ellison was made a director of Apple Computer after Steve Jobs came back to the company. Ellison resigned in 2002. In April 2009, Oracle announced its intent to buy Sun Microsystems. On August 9, 2010, Ellison let Hewlett-Packard’s board go for firing CEO Mark Hurd .Ellison and Hurd are close personal friends. On September 6, Oracle hired Mark Hurd and made him Co-President. Ellison refused to take the CEO position. Ellison owns stakes in Salesforce.com, NetSuite, Quark Biotechnology Inc. and Astex Pharmaceuticals. On June 20, 2012 it was reported that Ellison had agreed to buy the 98 percent of the Hawaiian island of Lana’i. The price was reported to be between $500 million and $600 million

The Mother

Gwendolyn Brooks' poem, â€Å"The Mother† is an introspective look into the internal struggle of a woman who has had an abortion. The poem is very powerful and conveys a vast array of feelings and sentiments on the subject such as regret, love, and disappointment in one's self. The poem is largely successful due to it's tone, which is achieved through the personification and choice of diction. To begin with, lines one and two state the general idea of the poem. Abortions will not let you forget. You remember the children you got that you did not get. The first stanza of the poem begins with the introduction to the mother and her plight. The first line introduces plainly the topic of the poem. Abortion, although discussed and debated daily, is considered to be a very personal and often private experience in one's life. The second line confirms that this is a personal account of the â€Å"Mother. † The personification gives one more reason to feel empathy for the woman who is telling her story via the poem. Titling the work mother is an interesting tactic, as the topic of the poem is abortion. Perhaps this was done in order to create a tension and sadness between the mother and the abortions she is speaking of. There is also a great use of the word â€Å"you. † Brooks is writing to those who have had abortions or will have abortions and the things they must deal with. From this point Brooks writes of the joys and struggles of motherhood that the woman will never experience. For example â€Å"You will never neglect or beat them, or silence or buy with a sweet† (Brooks 6,7). In this segment Brooks uses enjambment to push the idea that there is no longer a â€Å"them. The action of thumb sucking, which most children experience, is referenced in a longing way. The mother feels sadness knowing she will never correct the action. In the line, † The damp small pulps with a little or with no hair, The singers and workers that never handled the air. † Brooks gives a strong image of the pre-baby form versus the adult form the child would have later in life. This is an interesting tactic, as it contrasts an inhuman and human form. Often fetuses are not referred to as â€Å"living† beings, and Brooks is bringing light to that conversation. The first stanza references so many actions that many mothers find mundane, but the mother who has never experienced them, treats them as treasured and severely missed moments. The second stanza focuses on the pain and loss of the woman. Brooks writes, â€Å"I have heard in the voices of the wind the voices of my dim killed children. † This is the first line to break the rhyme scheme within the poem. The mother character feels haunted by the silent cries of the multiple abortions she has had. Once again Brooks writes of the acts she will never witness, such as marriages, aches, and first breaths. From the perspective of mother, the reader witnesses the ache of regret. In the lines, I have said, Sweets, if I sinned, if I seized Your luck† there is an interesting idea planted. The word â€Å"If† implies a question in the mother. Perhaps the mother made her decision but society has made her feel the guilt? Although this idea seems largely discounted in the following stanza. In line â€Å"Believe that even in my deliberateness I was not deliberate. † We are given a taste of the state of mind the mother possessed when she had her abortion. What is being said is that although abortion was the result, it was done with best intentions. The reader is left to infer that perhaps the woman could not have provided, or might have been cast out, or any possibility that would have abortion be the prevailing answer. The following lines, â€Å"Though why should I whine, Whine that the crime was other than mine? –† tell us that the woman equates her behavior with murder. This poem does not read specifically pro-life or pro-choice, rather, it reads as sympathetic towards the hard decisions that the mother has made and her reflections on whether it was the best decision for her. Another example of the mother's reflection is found within lines 28-31. Brooks writes, â€Å"Since anyhow you are dead. Or rather, or instead, You were never made. † In these lines the reader is confronted with the question, â€Å"When does life begin? † The mother in the poem seems to struggle with this idea. She attaches human feelings and behavior to the unborn, but in the poem often questions their viability. In the last stanza, Brooks leaves us with the sobering lines, â€Å"Believe me, I loved you all. Believe me, I knew you, though faintly, and I loved, I loved you, All. These lines clear up any confusion as to what the mother feels towards the unborn fetuses. Although she never knew them, and it was her decision not to have them, she still feels the emotional attachment that any mother might. These lines answer the question as to why the woman is referred to as mother. THe woman possesses the maternal sense of unconditional love that she has felt for the fetuses, referred and her longing to be with them. There is a strong power in the use of ending on the word, â€Å"All. † Although the mother has had multiple abortions, she equates it with the same longing and regret as just one.

Headscarve Article Example | Topics and Well Written Essays - 3500 words

Headscarve - Article Example The word hijab comes from the Arabic language for veil and is used to describe the headscarves worn by Muslim women. These scarves, regarded by many Muslims as a symbol of both religion and womanhood, come in a myriad of styles and colors. The type of hijab most commonly worn in the West is a square scarf that covers the head and neck but leaves the face clear (Muslim Veils). A woman is judged by her appearance. The outward appearance provides the attitude, temperament and personality of the person. For this purpose, it is necessary to dress well. Now what is a dress' The dress is the covering for the body. To a woman, it includes the covering for the head as well. The teachings of the Quran uphold modesty. However, in the present times in Europe the word "modesty" has become blurred with women enjoying clothes that quite often reveal more and conceal less. In European nations, women enjoy same rights as men. They have pubs. They can strip down to the bra and shorts in the beaches. In case there is any mismatch, the women in Europe can struggle for equal terms. Hence, when it comes to the issue of the hijab it seems strange to them that nobody is objecting. The reason nobody is objecting appears to be that nobody is forced to wear the hijab. It is simply the instructions of the Quran. The followers take the Quran seriously. As regards persona, it depends on the wearer what she wants the hijab to do to her persona. The hijab may make the woman wearing it appear more charming. However, the purpose of hijab is modesty. "Tell the faithful women to lower their gaze and guard their private parts and not display their beauty except what is apparent of it, and to extend their scarf to cover their bosom" Quran, 24:31. In the present times, the hijab has been the focus of much criticism and controversy because of the way it has been viewed in western countries. The popular view in the western countries is that the hijab is a sign of religious oppression. The Muslim woman does not enjoy the type of freedom that her western counterpart does. Hence, the impression that the westerners appear to have is that woman elsewhere live in slavery. Contrary to this feeling, Muslim women, by and large, enjoy wearing the hijab and consider it a part of their religion and culture. This adherence to the hijab is mistaken for Islamic radicalism. This misinterpretation is the biggest hurdle to integration. It separates the law-abiding citizen

Fund investment and management in venture capital market Research Proposal

Fund investment and management in venture capital market - Research Proposal Example The most critical aspect is the management of the venture capital because it determines the success of the market that are also influenced by the status of the markets. The research would incorporate the introduction, research findings, result analysis, discussion, conclusion and recommendations. The objectives of this research concerns the financial attributes that relate corporate to the market status and the competitors capabilities that influence the performances in the economies. This project intends to generate critical information on the financial investment and management of the capital. The research also seeks to produce insight on the financial information through the utilization of the previous works in finances. The provision of explicit relationships on the fund investments and management of capital is also key in the analysis of this topic. The research will incorporate several techniques to attain the most substantial information concerning the topic. There will be involvement of appropriate data collection techniques such as observations, interviews, focus groups, questionnaires and surveys. The research would embrace the most advantageous techniques to mitigate the errors that might deter accurate findings, critical analysis and resolute recommendations. There will be applications of primary and secondary data sources to avail adequate information throughout the research exercise. Surveys will involve the performance of a passive evaluation exercise on the marketing and developing trends of the business as manifested in different locations. Surveys can be applied when determining financial investments, capital provisions, customer requirements and specifications. There would be a decision on the persons to be surveyed and the most appropriate survey model. The survey would be tested before its availability for the actual research activity. Direct information involves a process of both

Should women be allowed in the military And to what extent Research Paper

Should women be allowed in the military And to what extent - Research Paper Example This paper is an attempt to analyse whether women should be allowed in the military and in doing so the paper deals with the variety of traditional and modern roles that women have played in the military service. The role of women in military There has been the participation of women in the US military service starting from the formation of the union and they were often present in the warfare during the 18th and 19th centuries undertaking spy works, nursing, cooking and laundry works. Margaret Conrad Devilbiss classifies the areas of women participation in the military during the American Revolution in to three as â€Å"first, those referred to as women of the army or army women; second, those enlisted as regular troops fighting in uniform side by side with male continentals; and third, women serving as irregular fighters affiliated with local military companies† (Devilbiss 1). Women of army were having responsibilities to support the artillery in the warfare along with provid ing treatment in the military hospitals and in the war field. The second category has performed as regular enrolled soldiers and some of them fought disguised as men together with male soldiers. Separate military units were also formed during that period composed partly or entirely of women for the purpose of local defence. A continuation of women participation was observed in the US military activities of the 19th century such as the war of 1812, the civil war during the period 186-65 and the Spanish-American war of 1898 and they focussed mainly on the health care of soldiers as the number of death resulting from injuries and also from diseases were increasing and the situation was demanding the service of experienced physicians and nurses who possess emotional and Psychological stability, strength, bravery and willingness to work under risky environments to take care of the injured (Devilbiss 1). It can also be seen that women in military were allotted more of bureaucratic and tec hnical roles rather than military service on the war front (Caforio 290). The present role of women in military is not restricted to the field of health care and they also perform various other critical functions such as the operation of automatic weapons, driving military trucks, and flying fighter plains. However they are not allowed to enrol in units such as artillery or infantry where a direct combat with enemy is essential. Considering the words of Ms. Donnelly, the president of the Centre for Military Readiness based at Michigan, â€Å"Civilized nations do not subject women to combat violence. We sometimes don't have a choice about sending young men into war, but we do have a choice about young women. And we decided as a commission, in the majority, to say that, 'No, violence against women, we do not endorse that. We support women in the military, but we don't have to submit them to direct violence in combat.† The statement provides a clear picture regarding how women s hould be positioned in military. According to Ms. Donnelly’s observation it is necessary to have women in military to undertake a large variety of non traditional jobs and thereby to support various military functions (Role of Women in US Military Gets Renewed Debate). Women also possess precision,

Do you need decoration to create a pleasing environment PowerPoint Presentation

Do you need decoration to create a pleasing environment - PowerPoint Presentation Example The modern movement was largely against the use of heavy decorations in architecture and regarded it as unnecessary and a â€Å"waste of labor† by many. However, this is in fact not true. There are numerous historical evidences which point to the contrary, i.e. decoration or the use of decorative elements in architecture has more to offer than an eye pleasing environment. As opposed to the use of structural elements such as stones, trees and ponds, decorative elements or artifacts lend a human touch to a natural scene, where most of them are known to have functional use. For instance lanterns which were extensively used as decorative elements could be used to light pathways in gardens and the water basins used in gardens could alternatively be used for purification prior to a tea ceremony and artifacts such as the Buddhist statues and miniature pagodas carried sacred inscriptions. The new Brazilian architecture (Figure 3) for example, is known for the use of such decorative elements as the glazed tiles and granite blocks of colonial art. However, besides acting as decoration, the extensive use of such materials as, tiles and granite has proved to be an excellent alternative for protection of the exterior of the buildings against rain and sun, where no other material could withhold it, especially in buildings near the sea. Where modernist architects considered the post modernist architecture as â€Å"vulgar† and dominated by heavy decorations, the post modernist architects on the other hand regarded the modernist architecture as mundane and lacking in taste The Piazza of the Campidoglio in Rome is known for its perfect synchronization on an inlaid pavement. The artistic creation and patterns used helps in creating a stunning contrast between the buildings. Although the architecture, might be regarded as lacking in structural relevance it does

Mobile computing and wireless communications for construction projects Literature review

Mobile computing and wireless communications for construction projects - Literature review Example At present, the majority of construction businesses necessitate flexibility for their staff about place and time. In this scenario, information and communication technology (ICT) and its products (such as mobile and wireless computing) offer the independence of mobility to members in the construction market and business. Additionally, the wireless connectivity and mobile technologies can be implemented in construction sites in an attempt to ensure real-time data transferred all through the business tasks (Garza & Howitt, 1998; Koseoglu & Nielsen, 2005). In addition, it is believed that the acceptance and implementation of modern technologies such as mobile and wireless computing inside the construction sector is not up to scratch, in particular when related to the considerable research endeavor and outlay taking place inside this sector. On the other hand, there are several instances of wireless computing, and yet location aware computing that have been implemented effectively within the construction sector and shown fruitful results. Moreover, these instances have demonstrated how successful implementations of mobile and Wireless Computing have received greater user acceptance and shown an amazing return on investment within one year of implementation (May et al., 2005). Furthermore, the mobile and wireless computing has gained popularity in the past few years. ... This paper presents the preliminary findings from a literature review focusing on the usage of mobile computing and wireless communications for construction projects. This paper will discuss different aspects of mobile and wireless technology, their advantages and disadvantages for the construction projects. Evolution of Mobile Computing Before we proceed towards the discussion on the use of mobile computing for construction projects, we must understand the theories and concepts related to mobile computing. Historically, the developments in the computer networking during mid-1970s have offered a great deal of support for the potential development of mobile computing technology. This technology has offered a reality of distributed computing that provides the capabilities for numerous computers and clients to communicate and share remote data and information resources over a network. It has also given birth to a lot of other related fields such as distributed computing, comprising dist ant collaboration and communication, high accessibility, fault tolerance, communication security, remote information access. In addition, with the emergence of high-tech laptop computers, the wireless networks and the incorporation of cellular technology with the Web, required the researchers to design new network technology based distributed systems for mobile clients. Additionally, the mobile computing that relates a lot of fundamental standards of distributed system design, and that as well expands this hypothesis to convene mobile users’ needs, offers a fundamental arrangement in which clients are able to access the similar point in the

Social Psychology Essay Example | Topics and Well Written Essays - 750 words - 4

Social Psychology - Essay Example The study of social influence, social comparison, conformity, obedience, motives, group processes, attitudes and attitude changes involve social psychology to very large extent in understanding the culture and background of a region together with its history and social practices, and helps to track the means to change mindsets and augment the economy. Undoubtedly, the individual has a huge responsibility in social behavior and practices. Human nature is hereditary and follows the pattern and practices an individual sees and observes around him. As such, the study on self and one’s identity has a special place in the study of social psychology. Every individual is naturally inclined to be self-centered, and central to all his or her life is the concern for the security and well-being of the individual within the social standards, resources and beliefs being followed in the region. The purposes and goals of the individual have a lot to do with the resources and influence society brings about with the help of the natural environment, traditional customs and leadership unique to the region. Man has always had the capability to understand what he is like and the desire to know what he would like to be. Progress is achieved when one puts one’s perception and experience to work and grasp what is feasible and attainable. It makes sense to the individual to seek better things in life and see all round progress and prosperity where he is concerned as well as where others are also involved. The means to these issues are interpersonal relationships, social standards and understanding of one’s culture. The events in Rwanda some decades ago shocked the world and exposed the incapacity of the United Nations to quickly and effectively deal with the situation. A mute world looked on as marauding mobs went on rampage, looting and massacring a hapless minority whose only fault lay in the lopsided governing

How effectively do free elections, competition between political Essay

How effectively do free elections, competition between political parties and the activities of pressure groups, ensure that the - Essay Example Competition between rival political parties provides the ground for issue-based politics and thereby offering the people an opportunity to make informed choices between the different alternatives by electing leaders who best fit the job description and espouse the interests of the majority. Nevertheless, pressure groups also play a very profound role in global politics today because they put elected leaders to task, to deliver their election pledges to the people, as well as acting as the people’s watchdog, protecting and advocating for the interests of the electorates. In that case, free elections, competition between political parties and pressure groups have significant impacts on democracy, and in particular, with the pervasive increase in both the size and number of pressure groups in the world, debates have emerged regarding implications of these factors on democracy. For instance, questions have been raised concerning whether pressure groups promote democracy or whether they undermine it by impeding election of the right leadership; this paper will evaluate the effectiveness of free elections, competition between political parties, and the activities of pressure groups, in ensuring representation of the voters. Free elections are effective in ensuring the people are represented because they capture the true will and aspirations of a majority of people, which is the true essence of democracy in a free world, without undermining their voice through undercut means such as election rigging. Precursors to free elections include an impartial administration, that ensures enrolment is open to all eligible voters and casting of the vote is reasonably accessible to all, as well as, freedom from coercion, which ensures that the electorates are not compelled to make choices (Fletcher 2007, p.2). Additionally, a free electioneering process thrives on freedom of expression and association that allows all citizens to participate in the electoral debates, and tru thful election data systems that ensures that votes are counted fairly and accurately without falsifications whatsoever. In this regard, a free election is one that genuinely reflects the will of the people, and in which votes count equally, candidates campaign freely in a level playing field without restrictive infringements; allegations of dirty tricks coupled with unfair propaganda are some of the factors that undermine a free election. Leaderships who ascent to political offices through dirty tricks and unfair propaganda will hardly represent the electorates because they are a bunch of selfish self-serving individuals who owe no allegiance to the people thus they are accountable to no one in particular. Conversely, leaders who are put into office through fair elections are an embodiment of both the will and aspirations of the people thus will represent electorates effectively, because they are accountable to them. Free elections promote representation because they are the only s ource of political elites that can articulate the interests of the people through governance and democracy, unlike in dictatorships, where leadership is imposed upon the people regardless of whether it has the support of the majority of the people or whether it serves their interests. Competition between

Treating The Aged With Respect Essay Example | Topics and Well Written Essays - 750 words

Treating The Aged With Respect - Essay Example The old adage is to enjoy life to the fullest, from the early years to the onset of the sunset years. This is equally applicable to anyone, whether rich or poor, as enjoyment of life can be quite simple. It does not take plenty of money to do so, although money certainly helps in so many ways if one can have it (and plenty of it if possible). There are advantages to growing old, such as experience and wisdom that supposedly goes with it; love and respect are the other things one can crave for. American society is characterized by a hectic lifestyle and working schedule; everybody is either at school trying to earn a degree or working hard to earn enough for comfortable living and also at the same time attain that iconic American dream, to reach the middle class. Another dream is to have squirreled away enough savings for an enjoyable retirement to afford some things. This paper deals on the question whether Americans treat their aged with enough respect and love. Discussion Contrary to anecdotal evidence, Americans greatly honor their old relatives although it can be admitted that most of these younger people are often quite busy pursuing their careers that precludes them expressing their love and respect for their senior loved ones in the more frequent ways that most people normally expect. But nevertheless, they express this through phone calls. They also send loving letters to them, and for those seniors who are Internet savvy, then they can also connect on the Internet through social networking sites such as Facebook. A point is that people mistakenly believe the seniors are largely forgotten in a fast-moving society such as America where everybody is in a hurry to get off to somewhere. From the viewpoint of the old and aged citizens of this country, they have the vantage point of having a lifetime of memories or a long list of experiences to comfort them in their old age. They may suffer from some infirmity but that does not preclude them from enjoying life as long as they are not bedridden yet and can still pursue some activities of normal living (Cowley x). Seniors can also surprisingly be creative and inventive when it comes to meeting some of their physical needs without asking for help. These can be illustrated by taking their time when walking (very slowly so as not to fall) or find a new way of doing things only t hey can think of. What is quite remarkable is often their positive outlook on life despite advancing in years and facing the inevitable (Janis 5). Most seniors tend to become deeply spiritual as they are in a stage in life prior to going into eternity. Today's senior citizens enjoy an active lifestyle unlike that of earlier generations of aged people who were confined to nursing homes and spend the rest of the day doing nothing or keep playing the same parlor games over and over throughout a day. The advent of modern medicine has made senior living worthwhile and older or retired people can go wherever they want to such as places as go on luxury cruise or enjoy a sunny beach environment in a tropical country. These people go whenever they want to go with no one curtailing their activities. A positive attitude is the next best thing to having good health; it keeps the years away. The saying is to live and love well enough to keep mind and muscles going for a long time (Stein 52). You nger people show their respect for older loved ones when they visit them in nursing or retirement homes to enjoy being together with their aging parents or relatives. Moreover, they also show respect

Introduction to communication in health, social care or children’s and young people’s setting Essay Example for Free

Introduction to communication in health, social care or children’s and young people’s setting Essay It is important when communicating with people to observe their reactions, this is important for many reasons as it can give us some insight and indication to whether a person has understood us or not, if we have given any direction or are trying to pass on information. By looking at a person’s reactions we get an idea also to how what we are saying is being received. For example if we say something to a colleague or parent we can tell by a person’s reaction if what we have said has made or is making them happy, sad, confused, angry, outraged, worried or excited. If the persons face starts to change to look cross or frown then there is a chance you may offended, upset or made them angry, whereas if a person is smiling, laughing, joking or bright eyed they may be happy or excited. If we can learn to notice and judge these reactions we can adapt and adjust our communication by our tone or language we are using accordingly. It is not only important so you can determine whether what u have tried to convey has been understood. Reactions and body language are a person’s unspoken words or feelings and can at times be up to 30% of communication. If there was someone in my setting whose reactions and or body language become or was different to that of their normal behaviour or that of expected normal behaviour and I was concerned it would be part of my job role to pick up on this and also to communicate this to my appropriate senior within the setting. In our settings there may be many barriers a person might face in terms of communicating with one another. A common barrier is language. Others might include a learning difficulty, hearing impairment, emotional state of a person, intellect of a person, noise a sight and/or speech impairment. The list is endless some barriers are social barriers, some emotional, some environmental. Not only is it part of our role to recognise these barriers it is also our responsibility to try to reduce overcome and eliminate them when trying to communicate effectively. An example of this would be if I had a child, parent or colleague in my setting who had a problem speaking or understanding English I may use body language and facial expressions as a form of communicating and conveying a thought or feeling. Another way I could overcome a language barrier might be to make use of one of the services the setting provides like a translator or interpreter. All of these methods are acceptable and effective ways of overcoming language barriers. Another example of a barrier to communicating would be if I was trying to have a confidential talk with a parent but my environment was crowded and noisy, the noise would be a barrier as it might prohibit us from fully hearing one another and if it is crowded we may not be able to talk confidentially without others hearing or listening so to eliminate the barriers it would be necessary to go somewhere private and less noisy. Confidentiality means information that is privileged private not to be shared or exposed to or by anyone. This could be something that is said, a letter, a document a piece of information that is confidential. In our setting it is essential anyone disclosing and sharing information with us know that we will not share this information unless it is for the well being and safeguarding of the child. In our setting we are constantly being given confidential information whether it be medical need dietary needs educational requirements of or child protection issues. Generally we do not share confidential information with everyone but it is so important that the appropriate people and or organisations are informed and aware. If a child had special dietary requirements we would need to share this information with the staff who supervise the meal/snack times and also the staff in the kitchen. Another time you might share information would be if you had concerns about a childs protection and wellbeing outside of the setting. In these circumstance it is our role to sensitively disclose any concerns, information or observations on that young person to our line manager supervisor or someone in a higher chain of command at the setting to us.

Combining quantitative and qualitative methods

Combining quantitative and qualitative methods For many years qualitative and quantitative methods of research were seen as two distinct methods which could not be combined due to their differences. However, the combination of quantitative and qualitative methods has become widely advocated by researchers due to its pragmatism; as Douglas puts it: Since all research methods have costs and benefits, and since they differ greatly in their particular costs and benefits, a researcher generally finds it best to use some combination or mixture of methods. (1976:30) However, it is an imperative for any researcher to take into consideration the technicalities and complexities of combining research methods. This essay will argue that it is possible to combine quantitative and qualitative methods; furthermore, it is desirable. It is often said that two opposites usually attract and there is no divergence in this instance, even though it is said that the only similarities these two methodological positions share are many of the same characters in their names. This essay will begin by briefly explaining the two methods. It will secondly highlight the embedded methods argument and criticise it in order to justify the desirability of combining the two methods. This essay then aims to to dispel the common argument that combining the two methods is not desirable due to many researchers not having the relavent expertise. This essay will then analyse the purist criticisms of combining quantitative and qualitative methods before it presents the pragmatist p osition which highlights the desirability of combining qualitative and quantitative methods. This essay then argues that triangulation shows that it is both possible and desirable to combine the two methods, due to it contributing to the completeness and conformation of research. In conclusion this essay will argue that it is both desirable and possible to combine quantitative and qualitative methods and that mixed methods research has nearly won the paradigm wars due to its substance. Quantitative research methods tend to be ontologically foundationalist in that both natural and social phenomena are assumed to have an existence that is independent of the activities of the human observer (Blaikie, 2007: 13). Therefore, they believe in objectivity in research being possible. Research of this sort is usually epistemologically positivist, in that they believe that social science is analogous to the natural sciences. They look for causal explanations through the use of scientific laws in order to explain social phenomena thus developing explanatory, and indeed predictive, models. (Marsh and Furlong, 2002: 20). Examples of quantitative data are questionnaires, structured interviews and statistical analysis of official data. Whereas qualitative research methods tend to be ontologically anti-foundationalist in that what we regard as the external world is just appearances and has no independent existence apart from our thoughts (2007: 13). Therefore, the world is socially or discursively constructed and as a result objectivity in research is not possible. They usual encompass a non-positivist epistemology such as the interpretist tradition in which these researchers are concerned with understanding, not explanation, focuses on the meaning that actions have for agentsand offers their results as one interpretation of the relationship between the social phenomena studied. (2002: 21) Qualitative research usually works with smaller amounts of data unlike quantitative research. Some variants of qualitative research are focus groups, case studies and unstructured interviews. One of the main criticisms of combining qualitative and quantitative methods lies with the embedded methods argument that is posed by researchers who take a purist stance. They argue that quantitative and qualitative methods cannot be combined as this will compromise ones ontological and epistemological position. According to Marsh and Furlong your ontological and epistemological positions are like a skin not a sweater (2002: 17). Therefore, researchers cannot interchange between their adopted positions for different research projects as they reflect fundamental different approaches to what social science is and how we do it (2002: 21). They argue that the researchers ontological and epistemological positions affect all aspects of ones research. So for example, if one is ontologically foundationalist they cannot also argue people are able to socially construct certain aspects of life, such as gender. Or if you are epistemologically interpritivist you cannot use the natural sciences a s a precursor in the study of the social sciences. As shown above there certainly are differences amongst the two methods; however, does this mean it is undesirable to combine the two? It is very important for researchers to take into account their ontological and epistemological positions (as shown above they play an important role within research), although, researchers should not treat their ontological and epistemological positions as the most fundamental aspect for research. Combining the two methods is desirable, as one must not be overwhelmed by the higher philosophical debate, as many researchers have been in the past, because this makes you forget that as a researcher undertaking a project you wish to undertake the best research possible and in order to do this you must understand that each method has a very crucial role to play in furthering our grasp and knowledge of the research question. Therefore one must understand that Qualitative and quantitative research makes up a false dichotomy There are many right ways to approa ch research, not only one right way. (Newman et al cited in Teddie and Tashakkori, 2009:28) Therefore, this idea that the different research methods have fixed epistemological and ontological positions that cannot be compromised is very hard to sustain. It is hard to sustain because, as critical realists argue, one can see the world as being both ontologically foundationalist and anti-foundationalist, in that you could believe that the world exists and is independent to a certain extent as the knowledge about it is socially constructed. Also, epistemologically, yes it is important to take into account your epistemological stance; however, there are certain instances when it is necessary to look at the research question from a positivist stance and other instances when the research should be interpretivist. As Howe illustrates through the use of Kaplans story, were a drunken man searches under a lamp for his, which he had dropped a fair distance away. When asked why he was looking there and not where he dropped it, he said that the reason was because it was lighter where he was looking. Howe then argues that The incompatibility thesis, like the drunkards search, permits the lights to determine what is to be looked for and where. But why should paradigms determine the kind of work one may do with inquiry any more than the amount of illumination should determine where one may conduct a search? (Howe, 1988: 13). Whilst considering whether or not it is possible and desirable to combine quantitative and qualitative research, one has come across a common argument in many articles and books. This being, that many researchers, do not have the skills and training to carry out both quantitative and qualitative research (Bryman, 2008: 624). However, in my opinion this is understandable but ludicrous. Due to researchers in the past taking the position of either/or it is understandable that not all researchers have the necessary training to conduct such research, however, this is no excuse and it is time to take a more both-and perspective. It is almost like saying a goalkeeper that has learnt to save the ball on his left hand should not try and learn to use both hands even if it will improve his goalkeeping skills as this is how he has learnt to play. Therefore, this should not be used as an excuse, moreover, it should be more of an encouragement to overcome this challenge because as pragmatists argu e, as a researcher if you believe in this papers argument that combining the two methods are both desirable and possible then you as a researcher must strive to do whatever you can to produce the best possible research you can. Purists tend to emphasise the ontological, epistemological, and axiological (the role of values in inquiry) differences. This incompatibility thesis is well stated by Smith, who says: One approach takes a subject-object position on the relationship to subject matter; the other takes a subject-subject position. One separates facts and values, while the other sees them as inextricably mixed. One searches for laws, and the other seeks understanding. These positions do not seem compatible. (1983: 12) Therefore, according to these theorists it is neither possible nor desirable to combine qualitative and quantitative methods as you would only be dooming your research for failure due to the inherent differences between the methods. However, other researchers which come from a pragmatist background argue that this is not the case and the differences are exaggerated and overdrawn. Rather than being wed to a particular theoretical style and its most compatible method, one might instead combine methods that would encourage or even require integration of different theoretical perspectives to interpret the data. (Brewer Hunter, 1989: 74) Pragmatism thus is thus is the belief in the ability to combine qualitative and quantitative methods without compromising your ontological and epistemological positions. Johnson and Onwuegbuzie define the main characteristics of pragmatism as follows. It recognises the existence of this real world that positivists talk about but it also recognises this world which relies on socially and discursively constructed phenomena. For example, take gender again, it argues that yes gender does exist in that there are men and there are women, however, through discourse we have constructed gender in that we have attached further meaning to them (men are not meant to cry but instead should act manly, whilst women should be emotional and weak). It views knowledge as being both constructed and based on the reality of the world we experience and live in. It views theories instrumentally. It endorses empiricism as the way to find out what works. It endorses eclecticism and pluralism in that one can f ind different and conflicting perspectives useful to enhance ones understanding of people and the world. Also, current truth, meaning and knowledge are changing over time, therefore, one should treat research as only provisional truth at it could change in a matter of time (2004: 18). This is a very realistic way of overcoming many of the criticisms of purists when combining methods even though it has some criticism itself. When put under the microscope it has been deemed to be very practical. This pragmatist position has highlighted the desirability of combining qualitative and quantitative methods by unravelling the purist incompatibility thesis through the rejection of the historical dualisms commonly associated with these methods; and this essay will go on to proving that it is also possible to combine these methods. One way in which researchers can successfully combine qualitative and quantitative methods is through triangulation. Even though there are many methods of combining qualitative and quantitative methods, such as, completeness, offset, process. This essay will focus on triangulation due to the space and time limitations. The early use of the term triangulation was not found in social science but instead, navigation and surveying. This term was used to describe when different bearings are taken, in order to be lead to a specific physical location, however, the second bearing here was not used to check the first bearing but instead they work together in order to indentify that specific location(Brannen, 2005:12). Denzin distinguished between the triangulation within methods and the triangulation between methods. Although, this essay will concentrate on the triangulation between methods, it is important to note that the triangulation within methods is desirable if need be, however, it doe s not solve any of the fundamental problems inherited by single method research. The methodological triangulation of Denzin(1978) refers to the combination of multiple methods [as] no method alone can adequately treat all problems of discovery and testing.'(Mouton and Marais, 1996: 2006). Johnson and Onwuegbuzie take the term to mean, seeking convergence and corroboration of results from different methods and designs studying the same phenomenon (2004: 22). For Jick it is largely a vehicle for cross validation when two or more distinct methods are found to be congruent and yield comparable data. (1979: 602). It is already clear that the term triangulation has a plurality of meanings varying from researcher to researcher. However, the core principles of triangulation aim to increase the validity of studies, by overcoming the inherent biases and limitations of either of the methods through using two or more methods which lead to the same findings. Therefore, if someone was conducting a study to investigate the link between age and who you vote for, they should not only look at the statistics but also question people on why they voted the way they have, because there could be reasons such as tactical voting, were for example someone only voted Labour because they did not want the Conservatives to get elected and if the situation was different they would have ideally voted for the Liberal Democrats. The use of the two different methods can help you falsify and understand your results in much more depth than you would by just using the one method. Jick (1979) conducted a study of anxiety and job insecurity of employees during a merger. This study used data from, co-worker observations, interviews, questionnaires and company archival records. The use of the different sources of data allowed Jick to see different perspectives on the situations effects on the employees. Jick had also found that when the use of the different methods did not corroborate each other it led to him seeking explanations for divergent results [and as a result], the researcher may uncover unexpected results or unseen contextual factors (1979: 608). Jicks study shows that combining quantitative and qualitative methods through triangulation can lead to better research as an implication of the increased validity and sometimes vigour it contributes to the study in question. However, it is important to understand that the two methods should not be combined for the sake of it or just because a researcher believes that, more is good, as in many instances this is not the case. Therefore, researchers must make sure that they only combine research when the conditions are right. In conclusion, triangulation has not only shown that it is desirable to combine quantitative and qualitative methods, but it has also shown that it is possible to combine the two methods , due to it contributing to the completeness and conformation of research. One only has to look at the shifting of the so called paradigm wars (Oakley, 1999) in order to see that it is both possible and desirable to combine quantitative and qualitative methods. Since the beginning of this so called war the proponents of both quantitative and qualitative methods have criticised each others methods and defended their own. The lack of a clear winner was one of the main reasons the combination of the two methods became so popular in the past and now the mixed methods approach has become very popular. This essay has shown that it is both possible and desirable to combine the methods and The growing popularity of mixed methods research would seem to signal the end of the paradigm wars (2008: 625). Even though mixed method research has many difficulties and criticisms itself, I believe that its advantages outweigh its disadvantages by far, as it adds breadth and depth to the analysis of the research. As Mingers correctly points out, the attractiveness of multimeth od research, in terms of the richness and increased validity of the results, will work in its favour in the long run (2003: 246). Both this richness and validity talked about by many researchers such as Mingers, is a compelling argument for the combination of quantitative and qualitative research and this essay has shown that it is possible to combine the two methods through the use of triangulation. This essay began by briefly explaining the two methods. It then went on to highlight the embedded methods argument before criticising it for not being sustainable. This essay then dismissed the common argument that combining the two methods is not desirable due to many researchers not having the relevant expertise by arguing that due to the desirability and practicality of mixed methods approaches researcher should find a way to mix the two methods in order to undertake better research when necessary. This essay then analysed the purist criticisms of combining quantitative and qualitative methods before it presented the pragmatist position which highlighted the desirability of combining qualitative and quantitative methods. This essay then argued that triangulation shows that it is both possible and desirable to combine the two methods, due to it contributing to the completeness and conformation of research. This essay concluded by arguing that it is both desirable and possible to co mbine quantitative and qualitative methods and that mixed methods research has nearly won the paradigm wars. Bibliography Blaikie, Norman, (2007) Approaches to Social Enquiry, Polity Press: Cambridge Brewer, J., and Hunter, A, (1989) Multimethod research: A synthesis of styles, Sage: California. Bryman, Alan (2008) Social Research Methods, Oxford University Press: New York Creswell, J. W. (1995). Research Design: Qualitative and quantitative approaches. Sage: Thousand Oaks Douglas, Jack D. (1976) Investigative Social Research, Sage: Beverley Hills Denzin, N. K (1978) The research act: A theoretical introduction to sociological methods, McGraw-Hill: New York Greenberg, J. and R. Folger (1988) Controversial issues in social research methods. Springer-Verlag: New York Guba, G. and E. Lincoln, (1994) Competing Paradigms in qualitative research, In N. K. Denzin and Y. S. Lincoln (Eds) Handbook of Qualitative Research (p105-117), Sage: Thousand Oaks Howe, Kenneth R. (1988). Against the quantitative-qualitative incompatibility thesis (or dogmas die hard). Educational researcher, Vol. 17, p.10-16. Marsh, David and Furlong, Paul, (2002) Ontology and Epistemology in Political Science in Marsh, David and Stoker, Gerry, Theory and Methods in Political Science, (MacMillan: Basingstoke), pp. 17-41 Mingers, John, (2003) The paucity of multimethod research: a review of the information systems literature, Info Systems Journal, Vol. 13, p. 233-249 Mouton, Johann and Marais HC, (1996) Basic Concepts: in the methodology of the social sciences, HSRC Publishers: Pretoria Jick, Todd D. (1979), Mixing Qualitative and Quantitative Methods: Triangulation in Action, Administrative Science Quarterly, Vol. 24, p. 602-611 Jick, Todd D. (1985). Mixing qualitative and quantitative methods: Triangulation in action. In Van Mannen (Ed.) Qualitative methodology (p135-148). Sage Publications: Beverly Hills Johnson, Burke R. And Onwuegbuzie, Anthony J. (2004), Mixed Methods Research: A Research Paradigm Whose Time Has Come, Educational Researcher, Vol. 33, p. 14-26 Newman et al cited in Teddie, Charles and Tashakkori, Abbas, (2009), Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences, Sage Publications: California Oakley, Ann (1999), Paradigm wars: some thoughts on a personal and public trajectory, International Journal of social research methodology, Vol. 2, p. 247-254 Brannen, Julia, Mixed Methods Research: A discussion paper, NCRM Methods review papers, ESRC, Institute of Eduation, University of London Smith, John K. (1983) Quantitative versus qualitative research: An attempt to clarify the issue Educational Researcher, Vol.12, p. 6-13.

National Curriculum Values Aims and Purposes

National Curriculum Values Aims and Purposes The touchstone of an excellent curriculum is that it instils in children a love of learning for its own sake Independent Review of the Primary Curriculum, Sir Jim Rose (2009) The National Curriculum (NC) was introduced into the United Kingdom by the Conservative government as an integrated framework for learning  [i]  (National Curriculum Primary handbook, 2010, p8) through the Education Reform Act of 1988. A statutory nationwide curriculum for all state and maintained primary and secondary schools and organises schools into four Key Stages (KS) and applying to all children and young people between the ages of 5 and 16, it sees itself as lying at the heart of policies to raise standards.  [ii]   The NCs objective is to ensure that these schools follow a common curriculum which specifies the subjects taught for children throughout their school career (the core subjects being Literature, Numeracy and Science) and to standardise the content taught at schools across the UK, with the exception of Academies, which are publicly-funded and have a significant degree of autonomy. Independent Schools may set their own Curriculum. The curriculum also sets out the knowledge, skills and understanding required in each subject and sets standard or attainment targets for each subject, enabling teachers to plan for individual childrens learning needs. In the following I will explore the values and principles which underpin the National Curriculum and the opportunities it offers, drawing on other relevant documentation, for example, The Foundation Stage Curriculum, Every Child Matters, The Rose Report, The Cambridge Report and the recent Government White Paper The Importance of Learning, whilst offering how they will impact on my own teaching and my personal views of their success in meeting their objectives. Values and Princilpes Education influences and reflects the values of society  [iii]  (The Primary National Curriculum, 1999, p10). There are four main purposes and two principal aims set out in the National Curriculum:- 1. To establish an entitlement for every child to develop and apply the skills and understanding necessary to ensure self-fulfilment through motivation and engagement. Teachers should aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible (The National Curriculum Primary Handbook, 2010, p9). Whilst teachers are bound by a mandatory curriculum, the teaching of knowledge, through inclusion, skills and understanding must be taught in a flexible way which suits an individuals needs, drawing on a childs previous knowledge and with a clear agenda for the route forward to obtain maximum pupil progress. If a child falls significantly behind, a teacher may use the curriculums programmes of learning to differentiate to a greater degree and plan according to ability. For high achievers, suitably challenging work can be found again within the curriculums programmes of work and differentiation met through planning a greater breadth and in depth study of the subject. To establish publicly accessible national standards of childrens academic performances enabling a framework for targets and improvement, and also a regulated assessment of achievement in the form of Assessment through Standard Assessment Tests (SATs), introduced into the UK in 1991, and initially taken at the end of Years 2,6 and 9. Arguably never a popular addition to the school calendar, Year 9 SATs were subsequently abolished in 2008 and replaced by continual student assessment through Assessing Pupil Progress (APP). The SATs results lead to a compilation of published league tables, giving parent and carers not only newfound access to achievement statistics for each school and measuring the ability of individual schools to successfully teach the National Curriculum, but also a free choice in the school they wish their children to attend. To promote continuity and coherence of taught subject matter in order to allow ease of transition between key stages and establishments, while providing the support for lifelong  learning. 4. To promote public understanding, allowing the general public to understand and be assured of the achievements and worthiness of compulsory education, to instill confidence in the general public and promote an understanding of the achievements and values of compulsory education. Aim 1: The school curriculum should aim to provide opportunities for all pupils to learn and to achieve. . The implementation of equal opportunities and inclusion for all pupils to achieve including pupils with special educational needs, pupils with English as a second language, pupils from all cultural and social backgrounds, pupils from different ethnic groups including travellers, refugees, and asylum seekers, boys and girls saw the barriers of discrimination and stereo-typing challenged and dispelled. Children and young people are enabled to achieve at all levels of their personal and professional lives, producing a fair and healthy society and a productive economy with sustainable employment. When planning, teachers should set high expectations and provide opportunities for all pupils to achieve (The National Curriculum Primary Handbook, 2010, p9). Teachers need to be aware that the diverse mixture of children in their care should all have access to the same opportunities to achieve and their learning will be influenced by their inherent different experiences, interests and strengths. Through the integrated framework of statutory subjects, the National Curriculums objective is to provide a breadth and balance as well as securing the fundamentals of literacy, numeracy and ICT (The National Curriculum Primary Handbook, 2010, p8) and through rigorous planning allowing flexibility to adapt to individual childs learning styles and needs and overcoming potential barriers to learning and assessment for individuals and groups of pupils. The promotion and implementation of a thorough and high standard of literacy, numeracy and information and communication technology curriculum, essential to effective education, will enable children and young people to ultimately gain access to a more fulfilled future and have more choice in its direction. Aim 2: The school curriculum should aim to promote pupils spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life. Every Child Matters (?) acknowledges the link between pupil well-being and effective pupil performance and drawing on the outcome, Making a positive contribution, a non-statutory PHSE programme designed to develop the social and emotional skills of all pupils through complementing, consolidating and strengthening good practice in  [iv]  the school was soon rolled out nationally to address this challenging role. With the introduction of Social and Emotional Aspects of Learning (SEAL) (primary) and Citizen(secondary) programmes, using a whole-school approach, the tools to help children reinforce links between emotional wellbeing and effective learning now has a firm place in every day school life. Children and young people are given the confidence to manage risk, adversity and change and encouraged to take up opportunities. An effective school should contribute to the pupils sense of identity through developing their knowledge and understanding of themselves and their wider environ ment, celebrating the achievement and aspirations of what they see around them, whilst contributing to widening their outlook and raise their own aspirations about further education and work opportunities. Schools today continue to celebrate cultural and religious diversity and along with the implementation of PHSE, offer a broad range of subjects and experiences, enabling children and young people to obtain valuable knowledge and skills which will allow them to think creatively and critically, draw out their ability to be innovative leaders and know how to lead safe and  [v]  healthy lives. These skills will in turn allow the children to grow into responsible adults and as parents they will instil these values in their own children which in turn will benefit society as a whole. Enable children and young people to; value themselves, their family, their close and wider relationships, the diverse range of people, cultures and heritages in todays British Society and environment in which they live. Through nurturing a child as a valued individual, promoting self-esteem, self worth and emotional well-being, the school curriculum should enable them to form worthwhile and meaningful relationships whilst learning the fundamental difference between right and wrong. An appreciation, engagement and respect for others will direct them into becoming responsible partners, parents and citizens with a constructive, responsible and valued role to play in society, whilst preparation for further education, training and employment, will ensure they become successful learners, confident individuals and responsible citizens (The National Curriculum Primary Handbook,2010, p5). Children and young people are expected to commit to the virtues of truth, justice, honesty, trust and a sense of duty whilst them to cope with the pressures of a rapidly changing and technically challenging global environment, and in particular communications technology, giving them the tools to succeed as individuals, parents and workers. Education only flourishes if it successfully adapts to the demands and needs of time (The Primary National Curriculum, 1999, p11) Let battle commence! Following the introduction of the National Curriculum; the criticism, reforms and attempts at reform have come in abundance! Tim Oats, Head of Assessment, Research and Development at Cambridge Assessment argues that a well-defined and enhanced national curriculum based on concepts, principles and key knowledge can lead to a greater focus on deeper learning, with fewer topics being pursued to greater depth.(2010) Read more about School curriculum needs reform on ESLwatch.info Excellence and Enjoyment 2003 In 2003 Excellence and Enjoyment, the strategy document for teaching children with English as a Foreign Language (EAL) in Primary Schools was published. Built on National Literacy Strategy (1998), and the National Numeracy Strategy (1999), in the executive summary, the document was bold enough to state it wished to, Take ownership of the curriculum, shaping it and making it their own. Teachers have much more freedom than they often realise to design the timetable and decide what and how they teach. (Excellence  and Enjoyment, 2003, p3) In his forward, Charles Clarke, the then Education Secretary states; Children learn better when they are excited and engaged (Ibis, p2), Different schools go about this in different ways. There will be different sparks that make learning vivid and real for different children. I want every primary school to be able to build on their own strengths to serve the needs of their own children (Ibis, p2). The debate for the relaxing of the stronghold of the curriculum expectations was well and truly under way. Revised Secondary Curriculum 2007 A revised Progamme of Study for secondary schools was introduced in 2007. Claiming the revised curriculum offered greater Flexibility and Coherence (The new secondary curriculum. What has changed and why?, 2007,p4) it offers to give schools the flexibility to personalise learning and design a curriculum that meets the specific needs of their learners; To give schools greater flexibility to tailor learning to their learners needs, there is less prescribed subject content in the new programmes of study. Instead, the curriculum focuses on the key concepts and processes that underlie each subject. (Ibis, p4). In relationship to the argument for a more cross curricular approach, it states; The common format contributes to greater coherence, making it easier to see links between subjects. Several subjects share key concepts and processes; curriculum opportunities highlight the potential for cross-curricular links (Ibis, p4). Early Years Foundation Stage 2008 In 2006 the Childcare Act provided a legal framework for the creation of the new Early Years Foundation Stage (EYFS) and was introduced in September 2008, giving a new framework for learning, development and welfare for children in all registered early years settings (including child minding provision), maintained and independent schools. This covers children from birth to the August after their fifth birthday. Cambridge Report 2009 In 2008, Ed Balls, the then Secretary of State for Children, Schools and Families, commissioned Sir Jim  Rose to carry out an independent review of the primary curriculum in England. Before the report was  delivered, The Cambridge Primary Review, an independent enquiry into the condition and future of  primary education in England and which had been launched in October 2006 was published, led by Professor Robin Alexander. Whist acknowledging a need for some kind of national curriculum and that the EYFS areas of learning provide a good basis, the Cambridge Review sees the current curriculum as over-crowded and unmanageable'( Alexander, (2009)) with too little value put on creativity and imagination. With 900 pieces of data being collected from both official and independent sources including academics, children and teachers the in-depth report accuses the National Curriculum of implementing a system that values facts more than understanding and enquiry, and suggests a complete over-haul of the curriculum with the introduction of 12 new underlying aims and 8 subject domains. It proposes only 70% of teaching be  attached to the National Curriculum with the remaining 30% being attached to a newly proposed Community Curriculum. Alexander argues that the current curriculum places an over emphasis on the importance of children gaining high standards in the basics (reading, writing and arithmetic) at the expense of the peripheral subjects and, as such, are undervaluing the importance of creativity and imagination, leading to problems occurring in their progression through school and beyond. He also argues that an obsession with curriculum testing of the core subjects is jeopardising childrens right to a full and broad education. Rose Report 2009 Sir Jim Roses remit was to propose a curriculum which would inspire life-long learning while reducing prescription and giving teachers greater flexibility. In particular he was asked to consider at how primary schools could develop childrens personal skills and proposes a new curriculum based on six areas of learning (English, communication and languages, mathematics, the arts, historical, geographical and social, physical development, health and wellbeing, scientific and technological) which would help them achieve academically as well enable them to have a smooth transition between early years and primary school, and into secondary school. Proposing that summer-born children should start reception class in the September after they turn  four years of age, acknowledging that children with birthdays in August who start school in the September after they turn five, do less well at school, and are also slightly less likely to go to university. Sir Jim, a former Ofsted chief, in recognition of the changing face of the world around us, calls for Information and Communication Technology (ICT) to be made a core skill of the new curriculum (making provisions for additional training for teachers) ,alongside literacy and numeracy, and although he insisted this would not mean other subjects such as science traditionally seen as a core subject would become less important In no way does that suggest we are stepping back from recognising the importance of science and technology (Independent Review of the Primary Curriculum, Sir Jim Rose (2009)) and although imperative that we should allow for a digital generation of children who are being brought up using technology in their recreation to make the link between this technology and learning, again the bias of curriculum is shifting away from reasoning and creativity. Also recommended is a more theme based cross-curricular approach to teaching subjects, which will provide children with ample opportunities to apply and use their knowledge and skills in cross-curricular  studies, allowing them to deepen their understanding and think creatively. There will be an emphasis on personal development and on social and emotional learning and finally, a focus on spoken communication, making particular use of the performing and visual arts, especially role play and drama. The Creative Curriculum Government White Paper- The Importance of Teaching 2010 As it warned it would, the new government abandoned the Rose framework for the primary curriculum and recently launched its own review in the form of the Government White Paper, The Importance of Teaching. It is also abolished the curriculum and assessment watchdog, the QCDA. However, in the interim, the version of the national curriculum introduced in September 2000 will continue in force until 2012, at least. Michael Gove the Secretary of State for Education having accused Labour of squeezing the fun and enjoyment (GMT interview 24 Nov 2010) out of school, unveiled the most radical programme of education reforms for a generation overhauling the national curriculum, a far more rigorous screening of would-be teachers will be enforced and staff given more power to discipline pupils. All schools (including primary schools for the first time) will be forced to meet tough new targets. Proposals to toughen up exams as a result of the supposed dumming down of education, as pupils are accused of taking soft options in order for the school to achieve well in the League Tables, yet leaving school with subjects which prospective employees simply do not value. A reading test for six-year-olds to check if they can recognise simple words like cat and street will be brought in and in the most rudimentary reform of the education system for a generation. Mr Gove describes the national curriculum as a straitjacket which stifles the creativity of our best teachers (Ibis) and intends give teachers more freedom to innovate and inspire (Ibis) and prior to the release of the White Paper, Mr Gove said on BBC Radio Fours Today programme, I want to slim the National Curriculum down, The original intention behind the National Curriculum was that it shouldnt cover everything in the school day and our Coalition partners, the Liberal Democrats, have made the case very powerfully that what schools should follow is a minimum curriculum entitlement that takes up perhaps 50 per cent of school time. . Reading through the proposals, I am unable to find any real commitment to a slimming down of the curriculum and only real radical objective appears to be for a far more rigorous screening of teacher training applicants, including tests of character and emotional intelligence and the encouragement of ex-forces applicants no doubt to bark orders at their pupils. Disappointingly, in the light of the Cambridge Review, very little has been learned and very little has been implemented to create a less prescriptive curriculum and once again, it is the teachers who take the brunt of the blame for the purported failure of the education system when in my opinion it is surely due to lack of investment. With the budget of an independent school, surely every state school (even with their commitment to inclusion-unlike the private system) could begin to address class-sizes and never want for resources again. With a proposed  £359m programme of education cuts, the present government seems to me to be looking for a quick fix agenda. If the government would finally put their money where their mouth is and, dare I suggest, give prospective teachers the wage structure they surely deserve, given the responsibility they have towards educating the next generation, maybe finally teachers would be seen in the light of respect they deserve. Trainee teachers will spend more time in the classroom Ensure support available to every school for the teaching of systematic synthetic phonics For existing teachers, schools will be given more freedom to pay the best staff higher salaries and greater powers to sack the worst performers. No-one is helped when poor performance remains unaddressed, said the report. Underperforming teachers place additional pressures on their colleagues and let down the children in their care. The White Paper said current regulations surrounding teacher competence procedures were too complex, lengthy and fragmented meaning heads were reluctant to fire staff not fit for the classroom. They will be shortened and simplified under Coalition plans, although full details are yet to emerge. Mr Gove said: The countries that come out top of international studies into educational performance recognise that the most crucial factor in determining how well children do at school is the quality of their teachers. The best education systems draw their teachers from among the top graduates and train them rigorously, focusing on classroom practice. They recognise that it is teachers knowledge, intellectual depth and love of their subject which stimulates the imagination of children and allows them to flourish and succeed. But for too long in our country, teachers and heads have been hamstrung by bureaucracy and left without real support. The initial promise of entitlement to a broad, balanced and rich curriculum has been sacrificed in pursuit of a narrowly-conceived standards agenda. By Martin Beckford, Social Affairs Correspondent 6:01AM GMT 20 Feb 2009 Telegraph The most conspicuous casualties are the arts, the humanities and those kinds of learning in all subjects which require time for talking, problem- solving and the extended exploration of ideas, By Richard Garner, Education Editor Friday, 20 February 2009 the I ndependent For each National Curriculum subject, there is a programme of study. The programmes of study describe the subject knowledge, skills and understanding pupils are expected to develop during each key stage. Within the framework of the National Curriculum, schools are free to plan and organise teaching and learning in the way that best meets the needs of their pupils. Many schools use the Qualifications and Curriculum Development Agency (QCDA) Schemes of Work to plan their curriculum. These help to translate the National Curriculums objectives into teaching and learning activities The prime duty of the school, I believe, is to instil a positive commitment to, and love of education, in order to allow each pupil to reach their full potential in life as outlined by Mick Waters, the then Director of Curriculum, QCA (2007) when he said, Most of all, young people should relish the opportunity for discovery and achievement that the curriculum offers. Without motivation and a thirst for knowledge, a child will neither benefit from their school years nor aspire to let education be the door-opening to a better future. Through encouragement of their interests, inherent strengths and experiences, children will develop a confidence in their ability to learn as independent individuals or collaboratively with their peers, whilst developing a creative, inquisitive and rational mind in the process. I firmly intend to use my role as a teacher, working within a collaborative framework, to use my gained knowledge and skills, creativity and adaptability, to capture and enhance the learning capabilities of the children within my remit. Teacher assessment Teacher assessment is an essential part of the national curriculum and is carried out as part of the teaching and learning process. It spans the programmes of study, and takes into account evidence of attainment in many contexts, including discussion and observation. The national curriculum tests provide a snapshot of attainment in English and mathematics at the end of key stage 2. Schools have a statutory responsibility to report teacher assessment levels in core subjects of English, mathematics and science for each eligible pupil to QCDA. Schools must also report teacher assessment level judgements to parents, carers and guardians for both core and non-core subjects Primary curriculum What will the new primary curriculum look like? The new government has made it clear that it intends to restore the National Curriculum to its original purpose a minimum national entitlement for all our young people organised around subject disciplines. An announcement outlining next steps is expected shortly. What happens in the meantime? The existing subject-based National Curriculum requirement will remain in force for primary schools. The current framework, introduced in 2000, provides flexibility for schools to adapt the curriculum to their needs. Details are available from the Key stages 1 2 section of this site. Will primary schools still be getting an additional training day in 2010/11? Yes. Primary schools teaching Key Stages 1 and 2 will still receive an extra non-contact day in 2010/11 to help them prepare adequately for the next school year and consider new approaches. Why have you sent out handbooks? That decision was taken by the previous Government. They proposed to introduce a new primary curriculum from September 2011 and put in place a programme of support and guidance for schools from January this year. The new Government has decided not to go ahead with this policy for the reasons set out in the Ministers statement to Parliament. Will schools get a refund for primary curriculum materials that they have purchased. Yes. A full refund will be made automatically to those who placed orders on account. (The account will be credited rather than a refund made.) Those who purchased by credit card will need to call our orderline on 0300 303 3015. All customers have been contacted directly by QCDA with information about the refund policy. Can I still access the Curriculum design tool from the primary curriculum website? Following the Secretary of State for Educations decision not to take forward the last Governments proposals for a new primary curriculum, associated material which had been published on the National Curriculum website has been removed. This means that the curriculum design tool will no longer be available. Registered users have been contacted and asked if they would like to have any stored information returned to them. Can I still access pages from the new primary curriculum website? Following the Secretary of State for Educations decision not to take forward the last Governments proposals for a new primary curriculum, material which had been published on the National Curriculum website has been removed. Material on the statutory requirements that schools must meet in relation to the National Curriculum, is available from the  Key stages 1 2 section of this site. The programmes of study also map out a scale of attainment within the subject. In most Key Stage 1, 2, and 3 subjects, these attainment targets are split into eight levels, plus a description of exceptional performance. The exception is Citizenship, which has separate attainment targets for the end of Key Stages 3 and 4. Children develop at different rates, but National Curriculum levels can give you an idea of how your childs progress compares to what is typical for their age. For example, by the end of Key Stage 1, most children will have reached level 2, and by the end of Key Stage 2, most will be at level 4. [edit] Failure and adverse effects of the free market objective Although the primary purpose for the National Curriculum was to enable league tables and inform parental choice, many parents or guardians still fail to get the school of their choice[14] and there is concern that the league tables have a detrimental effect on pupils: focus on league tables had resulted in pupils being pressured to attain high grades and so opt for subjects that are seen as easier to get good marks in such as art, drama and history. The result has been for the more difficult mathematics in subjects such as chemistry and physics being dropped Gillard D (2010) Hobsons Choice: education policies in the 2010 general election www.educationengland.org.uk/articles/29election.html How, I wonder, does Gove reconcile his many statements about freeing schools from central control with his imposition of systematic synthetic phonics for teaching reading? Every education report from Hadow onwards has urged teachers to use a variety of methods and warned against relying on one. Almost every expert on the teaching of reading opposes this policy, so what is it doing in the Coalitions programme? Another generation of children is to be used as guinea pigs to satisfy some ignorant advisor or to make money for a textbook publisher. The National Curriculum, we are told, is to be reformed (yet again!). In primary schools it will be subject-based and in a phrase that tells us everything we need to know about Goves lack of understanding of education it will be based on evidence about what knowledge can be mastered by children at different ages. To make matters worse, Gove has invited Niall Ferguson, the British historian most closely associated with a rightwing, Eurocentric vision of western ascendancy (Charlotte Higgins The Guardian 30 May 2010) to help rewrite the history syllabus. Freedom for schools? I dont think so. The study of most subjects under the National Curriculum would usually culminate in the sitting of a GCSE at the end of Key Stage 4. Although the GCSE examinations replaced the earlier, separate GCE O-level and CSE examinations, the syllabi were still initially devised entirely by the examination boards, whereas since the implementation of the National Curriculum the syllabus outline is determined by law. Thus much of the attention surrounding the claimed dumbing down of GCSEs[9] is, indirectly, a criticism of the National Curriculum. Public schools are free to choose their own curriculum and examinations and many have opted for the more demanding[10][11] IGCSEs which are not tied to the National Curriculum. It is claimed that this is creating a two-tier system with state school pupils losing out. From time to time ministers have suggested that state schools may be given funding to enter pupils for IGCSE examinations[12] but a study was undertaken by QCA[13], which concluded that IGCSEs do not follow the programmes of study required by the Key Stage 4 of the National Curriculum and therefore could not be offered as a state-funded alternative. Gillard D (2010) Hobsons Choice: education policies in the 2010 general election www.educationengland.org.uk/articles/29election.html The report, however, does find that the national curriculum has been effective in raising standards, improving pup

Benjamin Franklin :: Biographies Printing Apprentices Essays

Benjamin Franklin "If you would not be forgotten, as soon as you are dead and rotten, either write things worth reading, or do things worth the writing." Having followed his own words of wisdom, Benjamin Franklin made an everlasting mark on America since his early days as a printing apprentice. Born to Josiah and Abiah Franklin on January 17, 1706 in Boston, New England (now known as Massachusetts), Benjamin Franklin was the youngest son of seventeen children. Early on, Franklin excelled in grammar school and was good when it came to writing, so his father sent him to a writing and arithmetic school. While there he continued to do well in writing but failed arithmetic. At around ten years of age Franklin left school to help his father's soap making business. Two years later, and after observing many different trades, Franklin was persuaded to become a printing apprentice of his brother James until the age of twenty-one. While working as an apprentice Franklin also satisfied his appetite for reading and debating by borrowing books whenever he could and engaging in friendly argument with another boy named John Collins. Although the two eventually parted ways they remained friends, and their friendly arguing in conjunction with his love of literature helped Franklin to substantially improve his writing skills. Eager to have some of his writing published in his brother's newspaper, and knowing that his brother would not publish anything of his, Franklin wrote anonymous letters and delivered them to the printing house at night. Many of his letters were printed before he finally revealed that he had been submitting the anonymous letters. Later on, differences arose between Benjamin and James that caused Ben to run away to New York and then Philadelphia in search of a printing job. After a little searching, and a little help from another printer's father, Franklin found work at Keimer's printing house. Through his acquaintances Franklin managed to get support from the governor, but not his father, to set up a printing shop; all this and he wasn't even twenty-one years of age! However, when he went to London to pick up printing supplies he discovered that the governor whom he thought supported him had lied to him about setting up a printing shop. Having found this out, he searched for and found work at a famous printing house in London. Franklin stayed in London for eighteen months before heading back to Pennsylvania.

Egalitarianism and the Cash Economy among the Central Kalahari San Essa

Egalitarianism and the Cash Economy among the Central Kalahari San Jiro Tanaka’s research on the Central Kalahari San explored the changes in the San society and determined the overall effects on the culture. Tanaka looked at a group of people who had recently switched from a hunting and gathering existence to a more sedentary way of life. She found that though there were differences in the everyday lives of the San, they were able to preserve their language, cultural identity, and egalitarian ideals. Tanaka attributes the changes in the San society to influences by the government and Christian missionaries in the 1970s. Tanaka’s research, which occurred in the 1980s, found that the San’s views on labor, the way goods were given and received, and their value system had altered as a result of their contact with outside groups. The groups promoting these changes were attempting to modernize the San. The various groups in the Central Kalahari began to lead sedentary lifestyles built around villages which included schools, medical facilities, a permanent water supply, and agricultural systems. The changes in the San society were far reaching. Sedentary living meant that higher concentrations of people were living in smaller areas, and the gatherers soon found the plant resources almost depleted in the area around the settlement. In addition, collective equestrian hunting gained prominence over solo bow-and-arrow hunting. Though some families have been successful at livestock raising and cultivation of crops, Tanaka found that these are not significant contributors to the economy of the San. The idea of a dominant cash economy was completely new to the San. Before the 1980s, they had only traded on a sm... ...bility to reproduce themselves as a society while limiting the accumulation of wealth and power" (1993:174). Thus, like Tanaka, Lee believes that though they have altered their lifestyle, the Dobe have not abandoned their fundamental ideal of egalitarianism. They have managed to assert some control over the degree to which their society is modernizing. The analyses formed by Lee and Tanaka leads one to question to role of the hunter-gatherer society in the present mindset of those who study these cultures. Do we feel as if modernization de-romanticizes our conception of hunter-gather societies? Is it possible that groups are happier in with their new lifestyles? Is it possible for us to decide what is best for these groups? Was change inevitable? These are just some of the questions which come to mind when exploring the changes in different cultural groups.

Famous Women Pilot: Amelia Earhart Essay -- Female Pilot, Biography

Amelia Earhart is one of the most famous women pilots in our history. Her childhood wasn’t the best out of everyone’s, but she used flying as a distraction. Amelia attempted to do things that no one else would attempt and she was the first women to break many records and fly to different places. Amelia was the first woman to attempt to fly around the world even though if it meant risking her life. She changed what women pilots could do and she encouraged them to fly and become pilots. It is still a mystery till today about her disappearance. Amelia Earhart impacted women in aviation even before she disappeared on her journey around the world. Amelia’s childhood didn’t start off or end up as great as it could have been. Amelia Mary Earhart was born in Atchison, Kansas on July 24, 1897. Her parents struggled financially when she was young. It was tough for them to pay for things and that impacted their family life (â€Å"Amelia Earhart†). Amelia spent a lot of time at her grandparents house. At that time her dad, Edwin wasn’t doing well with his job and he had a bad drinking problem. Amy, Amelia’s mom and the two girls left her father. Her parents got together and tried to work things out, but it eventually didn’t (Fleming 9). While Amelia was still young, she worked as an American Red Cross nurse during World War I in Toronto, Canada. Once the war ended, Amelia went to New York to attend Columbus University and got a degree in nursing. Her nursing job was one of the many jobs Amelia had to help pay for the daily needs of the family. She paid for all the things that were r equired for her plane since her family couldn’t afford these expenses (â€Å"Amelia Earhart†). Overall, she used flying as her distraction to all of the d... ...ng the Social Significance of Scientific Discovery. Ed. Josh Lauer and Neil Schlager. Vol. 6. Detroit: Gale, 2000. 57-58. Global Issues In Context. Web. 6 Nov. 2013. Parr, Jan. Amelia Earhart: First Lady of Flight. New York: Franklin Watts, 1997. Print. Pelt, Lori Vori. Amelia Earhart: The Sky's No Limit. New York: Forge, 2005. Print. American Heroes Ser. Stone, Tanya Lee. Amelia Earhart. London: DK Pub., 2007. Print. Wagner, Heather Lehr. "'A New Career'." Amelia Earhart, Famous Flyers. Philadelphia: Chelsea House Publishers, 2003. American History Online. Facts on File, Inc. Web. 26 Novem ber 2013 Waldman, Carl, and Jon Cunningham. "Aviation and Exploration." Encyclopedia of Exploration: Places, Technologies, and Cultural Trends, Volume 2. New York: Facts On File, Inc., 2004. Modern World History Online. Facts On File, Inc. Web 6 Nov. 2013.